The goal of this study was to see whether task-based instruction could enhance EFL students’ writing fluency and accuracy. Sixty grade 11 students from two complete classrooms at Dai An High School in Tra Vinh Province, Vietnam, participated in this research. The experimental group was taught to write essays using task-based training, whereas the control group was trained using product-based training. Writing skills were assessed before and after the exam. The fourteen-week intervention with task-based training showed significant improvements in post-test scores for the experimental group. The current study also developed a fresh and innovative teaching strategy to help local teachers enhance their performance.